Education System In India: Challenges & Prospects

Education can be defined as imparting knowledge to others or receiving same from others. It is a two-way process. The objective of education is not only to increase knowledge base of particular subject matter but to develop the overall personality of an individual. Education in India is enshrined in our constitution as Fundamental right under Article 21A which provides for free and compulsory education to all children in the age group of Six to Fourteen years in such a manner as the state may by law determine. Education is also taken as sustainable development goal number 4 (SDG4) in 2030 agenda for sustainable development “to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” 

Education system in India can be studied under four stages i.e.,

1. Ancient education system (during Early Vedic Era), 
2. Medieval period education system (during Mughal period), 
3. Education System during British Rule and 
4. Finally education system after Independence of India to till now.

 The ancient system of Education was education of Vedas, Brahmanas, Dharma sutras, Upanishads which help students called as “shishyas” in realising their duties towards self, family, and society thus including all aspects of life. The source of ancient education system helps in inculcating practices, knowledge that give directions to tackle different aspect of life and encourage Humanity. The focus of education is on holistic development of an individual i.e., both inner and outer self. The Values such as selfdiscipline truthfulness, humanity, self-reliance and respect for all is emphasised. Education is Imparted at home, in temples, pathshalas, Chatuspadis and Gurukuls. Gurukuls are also known as Ashrams. It was the residential place of learning. Gurukuls were situated in Forests, Peaceful surroundings where hundreds of students used to learn together. Gurukuls were the place where relationship between Guru and Shishya strengthened. Some of the subjects of teachings were Mimansa, Arthashastra, Dhanurvidya, krida, Vyakarana, Vyayamprakarna(exercises), meditation and others. The writings of Aryabhatta ,Katyayana, Patanjali, Charak and Sushruta was also taken to educate “Shishya”. So, emphasis of ancient education system was not only on outer dimensions but also on enriching inner dimensions of personality.

During the medieval period Maktabas and Madrasah became part of education system. The period from 10th Century AD to Mid-18th century AD was a period of Muslim invasions. The Ruler established their Rule with objective of expanding their empire and they had not taken much interest on education except Akbar. The scope of education is limited to orthodox religion specific. However, Education system during medieval period can be categorised into Muslim Education system and Hindu education system. The aim of Muslim education in India is to develop affection towards Islamic culture and religion, enabling individuals to lead well Islamic Life, for running Administration etc. 

Some of the characteristics of Muslim Education were :

1.  Religion specific education
2.  Non-state control
3. Patronage of rules i.e. Rules helped in spread of education
4. Teacher Pupil Relationship 
5. Provision of various discipline -Arabian and Persian languages were mostly compulsory

Features of Hindu education system during medieval period were: 

1. Lack of state support as the rulers were Islamic.
2. Education were imparted in Pathshalas. 
3. knowledge of weight and measures were essential.
4. Moral and religious instruction were given to children.
5. Instruction in mythology and sacred love were also given. 

So, in medieval period Islamic culture is focussed and individual is expected to be well versed in religion dominant education especially Islam. 

In British Era, a new place of learning came into existence called as missionaries. British came in India for trade and profit making initially not concerned with education system in India but later on they found difficulty in engaging with masses of India so they started to educate small section of upper and middle class to create a class of people who would act as a mediator between government and masses. This is called Downward filtration theory. 

Under company rule, Calcutta madrasah, Sanskrit college, Fort William college was established. Fort William college was established for training of civil servants. Charter Act 1813 state that Governor general in council should grant less than one lakh for education and allowed the Christian missionaries to spread their religious ideas in India. After this Calcutta college was set up in 1817. Lord Macaulay’s education policy 1835 came into existence and it was an attempt to create a system of education that educates only upper Strata of society through English. Persian Language was abolished as a court Language and English became court Language. Charles Wood Despatch came in 1854 and it asked the government of India to take responsibility for Education of masses and thus Dismiss downward filtration theory. When crown took over the rule, Hunter Education commission was constituted in 1882-83 and emphasised that education is imparted through vernacular language. Punjab university, Allahabad university were set up in 1882 and 1887 respectively. Indian universities act came into existence and under Montague Chelmsford Reform 1919 education was shifted to provincial ministries and government stopped taking direct interests in educational matters. Education system in British Era was mission based which Britishers called Modernisation in Education system.

The British scholar Thomas Babington Macaulay is introduced to the student in one of the chapters’ sections titled “Grave Errors of the East.” The English Education Act of 1835, which came after Macaulay’s significant speech, is briefly mentioned, along with Macaulay’s disdain for oriental studies. The multidimensional impact that Lord Macaulay’s other identities (parliamentarian, occidental thinker, etc.) have is rarely evaluated after this introduction. had and continues to have an impact on the lives of Indian students.

In 1835, British parliamentarian and legal member of the Council of India Thomas Babington Macaulay delivered the crucial minute that changed education forever. He made a presentation to the Committee on Public Instruction and drew support for his argument from the primary tenets of the Charter Act of 1813. “for the introduction and promotion of a knowledge of the sciences among the inhabitants of the British territories,” the Act allocates a sum “for the revival and promotion of literature and the encouragement of the learned natives of India.”
He argued that assuming that parliament meant Sanskrit and Arabic literature when it promoted “literature” rather than becoming a learned native by studying Milton’s poetry, Locke’s metaphysics, and Newton’s physics was a mistake. It set the stage for a new trend of educational reform in response to previous policies.

Macaulay was the first person in Indian education history to focus on educational activities around financial resources. He stated, “The grants that are made from the public purse for the encouragement of literature differ in no respect from the grants that are made from the same purse for other objects of real or supposed utility.” He was referring to grants for literature. He implied that the British would benefit financially from providing stipends to Sanskrit and Arabic students using British resources. The man is credited with establishing the concept of education as a “sector.” As a result, in order to maintain its status as a significant “sector” whose investment will solely depend on the return, education, which is the most significant component of an individual’s development, will now have to demonstrate its value.

After independence in 1947, Government established different Education Commission to address educational challenges and they recommended comprehensive policies to improve education system in India. 

Some of the initiatives were: 

1)-Development of Education under 5-year plan to eradicate illiteracy, achieve Universal Elementary Education and standardise education System. 

2)-University Education Commission under Chairmanship of Dr. S Radhakrishnan recommend to improve the University Education that suit the Future Requirement of Country. 

3)-Mudaliar Commission in 1952-53 recommend to introduce higher secondary scheme along with three- year degree course and opening of more vocational and technical schools and colleges. 

4)- Kothari commission in 1964-66 set up under chairmanship of D.S. Kothari recommend to deal with all aspect and sectors of education and advise the government on development of national education system. 

Report of the commission led to resolution on National Policy for Education. Indian national Policies came into Existence like National education policy 1968, National Education Policy 1986 and then Operation Blackboard 1987, Mid-day meal scheme 1995, Sarva shiksha Abhiyaan 2001, 86th constitutional amendment Act 2002 under which Article 21A inserted, Right to Education act 2009 and finally National Education Policy 2020. 

National Education policy 2020 On 29th July 2020 Cabinet approves new National Education Policy 2020. It replaced the National education policy of 1986. Policy aims to transform the education system of India by 2040. It is a new framework for elementary education to higher education. National education policy emphasised the use of mother tongue or local language as a medium of instruction till class 5. The “10+2 structure” will be Replaced with “5+3+3+4 model”. 

The new model will be implemented in following four stages: – 

1. Foundation stage: -It include 3 years of preschool followed by class 1 and 2. 
2. Preparatory stage: -It consists of class 3 to 5. 
3. Middle stage: – It covers class from 6 to 8. 
4. Secondary stage: -It covers from class 9 to 12. This new policy enhance experiment based learning and essential learning and develop analytical ability and Critical Thinking.

 Current Challenges in Education Sector in India

1. Inadequacy in Funding by Government – As per Economic survey 2022-23 Government expenditure on education is only 2.9% of GDP which is very low than developed economies.
2.  Effect of Pandemic – Pandemic had put the parents under financial stress resulting in inability to pay fees so children have to left the school. 
3. Decline in Gross enrolment ratio – It happens due to pandemic and poor financial condition of the parents of children. 
4. Increase in Dropout. 
5. Lack of infrastructure – Infrastructure does not comply as per the guidelines of Right to education Act. 
6. Inefficiency of administration in implementation of scheme at Ground level. 
7.  Digital divide – Rural children has Less access to technology than urban children. 
8. Quality of education 
9. Learning gap and loss – Due to online system it is evident in children. 
10. Upskilling and reskilling of teachers. 

Government initiatives to address the Challenges

 There are many Schemes of Government of India going on to address the challenges in Education Sector from school level to university Level. 

Some of the schemes at School Education Level are as follows: 

1. Samagra Shiksha Abhiyaan – Scheme launched with a goal of improving school effectiveness measured in terms of equal opportunities for schooling and equitable learning outcomes. 
2. Mid Day Meal- It is designed to ensure nutritional security of school age children nationwide. 
3. Saakshar Bharat- It is launched to create literate society through a variety of teaching, learning programs for non-literate above 15 years age and above. 
4. Strengthening for providing quality education in Madrasah. (SPQEM) and others.

Some of the Scheme at University level are as follows: 

1. Rashtriya Ucchatar Shiksha Abhiyaan (RUSA)- This program is launched to provide funding to higher educational institutions for development of higher education in India. 
2. National Initiatives for Design Innovation-This program is launched to promote design innovation in all sectors and to develop collaborative projects between institutions. 
3. Establishment of new central universities.
4. National Research Professorship (NRP) and others. Education is one of the important parameters to measure the economic development of a country. Multidimensional poverty index, Human development index published by UNDP (United nation Development Program) also include education as one of the parameters in calculation of its index and development of country.

So, Education is a tool to Develop Individual Physically, intellectually, spiritually and artistically in every aspect of Life.

VAIBHAV SRIVASTAVA ( Bachelor’s of Technology )